3.1.1.

School
Organizati
onal Charts
 3.1.2.
Teachers’
Association
Files (CBL,
Minutes of
3.1.3. PTA Files
(CBL, Minutes
of Meeting and
Attendance,
Memorandum of
Agreement,
Certificate of
Recognition,
Oath of Office)
3.1.4. SGC
Files (CBL,
SGC
Members
and Roles,
Minutes of
 3.1.5.
Supreme
Pupil
Governmen
t Files
 3.2.1.
SMEPA
 3.2.2.
Progress
Report on
ESIP
 3.2.3.
Minutes of
Parents’
Meeting
(General
Assembly)
 3.2.4.
Memoran
dum of
Agreemen
t
 3.2.5.
Minutes and
Attendance
of HPTA
Meetings
 3.2.6.
Stakeholders
’ Awards
System
 3.2.7.
Instructional
Materials
Inventory
 3.2.8.
SMEA
 3.3.1.
School
Report
Card
3.3.2. School
Initiated
Programs
and Projects
 3.3.3.
Letters to
Stakeholde
rs
3.3.4. Class
Officers
and HPTA
Bulletin
 3.4.1.
Teachers’
Survey
 3.4.2.
Parents’
Survey
 3.4.3.
Pupils’
Survey
 3.4.4.
School
Handbook
and Child
Protection
 3.5.1.
Priority
Improveme
nt Areas
and
 3.5.2.
Accomplish
ment
Report in
All
 3.5.3.
Annual
Accomplish
ment
Report
3.5.4. Report
of Technical
Assistance
Extended to
Teachers
 3.5.5.
Progress
Report on
ESIP
3.5.6. Report
on Gulayan
sa Paaralan
 3.5.7.
Report on
Brigada
Eskwela
 1. Roles and
responsibilities
of accountable
persons and
collective bodies
are clearly
defined and
agreed upon by
community
 3. The
accountability
system is owned by
the community and
is continuously
enhanced to ensure
that management
structures and
mechanisms are
responsive to the
emerging learning
 4. Accountability
assessment criteria
and tools, feedback
mechanisms, and
information
collection and
validation
techniques and
processes are
inclusive and
collaboratively
 5. Participatory
assessment of
performance is
done regularly with
the community.
Assessment results
and lessons learned
serve as basis for
feedback, technical
assistance,
recognition and
2. Achievement of
goals is recognized
based on a
collaboratively
developed
performance
accountability
system; gaps are